Students will . . .
(As outlined in the Ontario Curriculum)

LISTENING TO UNDERSTAND

1.2 demonstrate an understanding of appropriate listening behaviour by using active listening strategies in order to contribute meaningfully and work constructively in groups (e.g., demonstrate an understanding of when to speak, when to listen, and how much to say; make connections between personal experiences and the contributions of other group members; ask relevant questions to clarify information and ideas) 

SPEAKING TO COMMUNICATE

2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including small and large-group discussions (e.g., . . . make relevant and constructive comments on the contributions of other group members) 

2.5 identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately, and with sensitivity towards cultural differences, to help communicate their meaning (e.g., adjust the pace of speaking for effect and to hold the listener’s attention) 

WRITING

2.2 establish a distinctive voice in their writing appropriate to the subject and audience (e.g., use punctuation, dialogue, and vivid language to create a particular mood or tone) 

2.3 use some vivid and/or figurative language and innovative expressions to enhance interest (e.g., strong verbs; concrete, specific nouns; unusual adjectives; unexpected word order) 

3.7 use a range of appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout 

I am highly trained and experienced in teaching English literature and writing (literary analysis and creative writing), and a great deal of that is based on discussions of the human experience as presented in literature. After all, writers write about what they experience and feel. Literature classes are filled with character analysis and conversations about the character’s evolving emotions and choices in reaction to the mundane, triumphant, and challenging experiences of life. So, I am always expected, as a literature teacher, to help the students to explore themselves and their personal opinions, experiences, and relationships to these themes. This class is only another form of that.

Furthermore, due to my professional expertise, empathetic nature, calm and reassuring demeanor, and intercultural and diversity communication and sensitivity training (to work with immigrating ESL students), I have been asked on various occasions to work together with counsellors to support struggling students by working through their experiences orally or via writing using accompanying literature. Therefore, I have worked on social-emotional skills with gifted and struggling students, and this has become an increasing focus in my regular literature classes, too. 

However, this class should in no way be considered a replacement for medical therapy sessions. Instead, it is simply a calm, reflective, creative, and safe space for students to relax, reflect, and enjoy as they express themselves creatively!